Directions for completing unit plans are given below, as well as all the necessary forms. Links to blank forms are given in one row of the table. Consult any one of the completed forms to organize your ideas accordingly.

Unit and lesson plan forms

Guidelines for units

For HPE 316 complete a unit plan for the individual or dual lifetime activity of your choice that targets a high school grade level (9th-12th). You write a unit plan that addresses the middle school grade level (6th-8th) in the EDU 424 methods course, and lesson plans that target the elementary school level (K-5th) in both HPE 316 and EDU 424. In selecting topics for units, exclude badminton (due to examples) and any sport(s) you have (a) competed in at the varsity or junior varsity level, and/or (b) written a unit on previously. In selecting topics for the elementary school lessons, exclude all team sports, as well as (a) and (b) above.Unit plans will include the following elements in the approximate order listed. Each element will be explained in the context of curriculum principles discussed in class. Examples of completed forms for a badminton unit are contained in the course resource packet.

Title page

The title page represents the heart of the unit. The way a unit unfolds depends heavily on the educational philosophy or values of the teacher (i.e. whatever makes the teacher "tick"). The teacher's values are reflected through the curriculum models and goals selected for the unit. Determine one or two primary curriculum models for your unit, and at least two goals for the cognitive, psychomotor, and affective domains.

Block plan

The block plan represents the skeleton of the unit. The skeleton provides the overall structure or outline of the activities. Block plans provide a useful way to order (sequence) the overall content (scope) from the first day through the last day. The following suggestions will enhance the effectiveness of a block plan:

Be concise, yet identify specific ideas as room allows.

Vary warm-up activities.

Progress from simple to complex.

Provide time for concentrated practice of motor skills.

Review concepts and repeat skills frequently.

Practice skills even on "game days."

Play modified games before the actual game.

Distribute and discuss rules as they will be applied.

Administer tests before the last class day.

Concept maps

Concept maps represent the mind of the unit. In addition to being able to perform skills, students need to understand key principles of movement and how to apply them in different situations. For any given goal, teachers need to "map out" information to convey to students during the course of the unit. On each of two maps, list one cognitive goal from the title page and label the map by name or type. Then construct concepts that are consistent with that particular goal. Your unit must include a "tree map" or "matrix," plus one other map discussed in the Hyerle (1996) or Mitchell & Hutchinson (2003) articles. Examples of maps are available at the following link:

Concept map examples

Lesson plans

Lesson plans represent the meat of the unit. For each day of the block plan (10 total), outline specific activities and procedures to be followed. Although lesson plans should be thoroughly prepared, ideas serve as a flexible guide, rather than a strict rule. Plan each lesson for 30 students and a 50-minute time frame (40 minutes for elementary school units) using the Henkel or Hunter format. The following suggestions should be included on either form to enhance the effectiveness of lesson plans. Columns indicated below refer to the Henkel plan:

Be concise, yet include specific ideas as room allows.

Write learning objectives as discussed in class, using the actual name of the level within each domain.

For each activity, record which objective(s) are being fulfilled. (column 1) Estimate the time required for each activity. (column 2)

Describe each activity, including the role of the teacher and students. (column 3)

Identify a key aspect to motivate students. (column 4, top) Consult the following file for examples:

Motivation.html

List verbal cues in the chronological order required during performance, or according to a chosen acronym, alliteration, or other "gimmick." (column 4, middle) Consult the following file for examples:

CuesFrame.html

Indicate specific questions for closure to review ideas or extend them to future activities in or out of class. (column 4, bottom)

Problems and accommodations (including supports for disability and language)

Anticipated problems and safety concerns, along with suggested solutions or accommodations may be included on page 2, along with additional notes or diagrams. Solutions to problems should extend, rather than repeat, earlier information. On each lesson, accommodations should describe a specific way you would adjust instruction for (a) an individual with a disability of your choice, and (b) an individual with language difficulties. DO NOT merely repeat the same accommodation ideas on every lesson.

The lesson is to be evaluated (bottom of p.2) only when you actually teach it.

Reference log

In planning your unit, consult as many different curriculum resources as possible. As you locate useful drills or activities record several on the reference log sheet. Examples of resources are listed below. You must incorporate at least six sources, locating one activity from a journal, one from the Internet (include address), and one from a textbook or curriculum guide. Do not include assessment activities on this form, since they will be explained at the end of the unit.

Journal of Physical Education, Recreation and Dance (JOPERD)

Teaching Elementary Physical Education (TEPE)

Internet (see bibliography)

Curriculum guides (see bibliography)

Specific text or article (see bibliography)

Texts from Professional Activities I, II, and III

Basic Stuff Series I & II

Bethel University instructors

"Rainy day" activity

No matter how well teachers plan, unforeseen circumstances may require adapting instruction to a different setting. Prepare one lesson plan for use in a classroom in the event of a "rainy day" (assuming that most lessons could be adapted to indoor gym space if available). Examples of classroom activities are listed below, in the text, and in the Mitchell & cone article. If no "rainy day" actually occurs, these activities may be used on tournament days while students wait to play. Be sure to describe the specific educational purposes and procedures involved with your activity/ies, and be sure they are age-appropriate. For instance, word searches are too juvenile for high school students, and simply playing a video to help pass the time is not educational. Also, include the answer key along with any worksheet you prepare.

Examples of "rainy day" activities

Assessment procedures

Each unit should contain explicit procedures for written and skills assessments consistent with characteristics of authentic assessment discussed in class. Assess selected skills and ideas that (a) are linked to stated outcomes, (b) represent a main focus of the unit, and (c) are particularly relevant to real-world situations. Part of the assessment must include some homework exercise consistent with the guidelines of Smith & Claxton (2003) and/or Mitchell, Barton, & Stanne, (2000): (a) link homework to student understanding and motivation, (b) garner parental support, and (c) hold students accountable.

Skills need to be assessed in an ongoing way (formative) using a check sheet for you and/or students to monitor progress on (which may or may not relate to homework). You may also assess skills during formal testing periods at the end (summative). With both formative and summative assessment, clearly specify the following aspects:

What skills are being assessed?

How are they being assessed?

Procedural logistics; How many times do students perform a skill? How many students perform it at a time? What do students do while they wait for a turn?

Performance criteria; Are you assessing distance? Accuracy? Mechanics? Is the skill measured the same way for all students?

How are scores being recorded and by whom?

If you "borrow" a specific skills test indicate the source.

Prepare the written assessment in accordance with the following format. Be sure to include questions that address mechanics of skills (i.e. how skills are performed), and that address higher-level thinking.

In addition to describing assessment procedures, explain how you would determine final unit grades.

Submitting forms

All forms may be accessed on line at the following URL address (or in the left-hand margin of this document if already on line):

www.bethel.edu/~shenkel/Assignments/UnitPlans/UnitFrame.html

ALL elements of unit plans must be typed. Daily lesson plans should be stapled as one packet with the title page on top. All other materials should be stapled as a second packet with the block plan as the first sheet. DO NOT submit any pages in a binder or folder.

* Those who receive a score less than 42 out of 50 will need to repeat the assignment until at least 42 is achieved (maximum score of 43).

Hyerle, D. (1996). Thinking maps: Seeing is understanding. Educational Leadership, 53 (4), 85-89.

Mitchell, D., & Hutchinson, C. (2003). Using graphic organizers to develop the cognitive domain. JOPERD, 74 (9), 42-47.

Mitchell, M., Barton, G., & Stanne, K. (2000). The role of homework in helping students meet physical education goals. JOPERD, 71 (5), 30-34.

Smith, M., & Claxton, D. (2003). Using active homework in physical education. JOPERD, 74 (5), 28-32.

Learning domains